1st Edition

International Perspectives on Digital Media and Early Literacy The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction

    212 Pages 20 B/W Illustrations
    by Routledge

    212 Pages 20 B/W Illustrations
    by Routledge

    International Perspectives on Digital Media and Early Literacy evaluates the use and impact of digital devices for social interaction, language acquisition, and early literacy. It explores the role of interactive mediation as a tool for using digital media and provides empirical examples of best practice for digital media targeting language teaching and learning.

    The book brings together a range of international contributions and discusses the increasing trend of digitalization as an additional resource in early childhood literacy. It provides a broad insight into current research on the potential of digital media in inclusive settings by integrating multiple perspectives from different scientific fields: (psycho)linguistics, cognitive science, language didactics, developmental psychology, technology development, and human–machine interaction. Drawing on a large body of research, it shows that crucial early experiences in communication and social learning are the basis for later academic skills. The book is structured to display children’s first developmental steps in learning in interaction with digital media and highlight various domains of early digital media use in family, kindergarten, and primary schools.

    This book will appeal to practitioners, academics, researchers, and students with an interest in early education, literacy education, digital education, the sociology of digital culture and social interaction, school reform, and teacher education.


    Katharina J. Rohlfing and Claudia Müller-Brauers

    Part 1. Learning and interaction with digital devices

    Chapter 1: Promising interactive functions in digital storybooks for young children

    Adriana G. Bus, Kathleen Roskos, and Karen Burstein

    Chapter 2: Cognitively activating and emotionally attuning interactions: Their relevance for language and literacy learning and teaching with digital media

    Christiane Miosga

    Chapter 3: Exploring Media Practices in Inclusive Early Childhood Settings

    Scarlet Schaffrath, Nicole Najemnik, and Isabel Zorn

    Chapter 4: The caregiver’s role in keeping a child–robot interaction going

    Katharina J. Rohlfing, Angela Grimminger, and Britta Wrede

    Chapter 5: Beyond words: Children’s multimodal responses during word learning with a social robot

    Nils F. Tolksdorf and Ulrich J. Mertens

    Part 2. (Early) Literacy learning with digital media

    Chapter 6: Promising interactive functions in digital storybooks for young children

    Astrid Wirth, Simone C. Ehmig, Lukas Heymann, and Frank Niklas

    Chapter 7: A look into the future: How digital tools may advance language development

    Cansu Oranç, Gökçe Elif Baykal, Junko Kanero, Aylin C. Küntay, and Tilbe Göksun

    Chapter 8: Designing apps to facilitate first and second language acquisition in children

    Anja Starke, Juliane Leinweber, and Ute Ritterfeld

    Chapter 9: Digital children’s literature in the interplay between visuality and animation: A model for analyzing picture book apps and their potential for children’s story comprehension

    Claudia Müller-Brauers, Jan M. Boelmann, Christiane Miosga, and Ines Potthast

    Chapter 10: DAZonline.ch: A gallery of annotated interactive pictures for cross-situational language learning

    Susanne Grassmann



    Katharina J. Rohlfing is Professor of Psycholinguistics at Paderborn University, Germany.

    Claudia Müller-Brauers is Professor for German Didactics at the Leibniz University Hannover, Germany.